Rouse mentions in his introduction that most instructors aren't used to discussion in Greek, and may have difficulty doing question and answer. He provides some dialogues designed to teach the teachers how to do this.

I have been looking for examples of this kind of question and answer, and was pleased to find it here. Very little of what I read contains question / answer sections, I've read a lot of narrative, so it's hard for me to ask this kind of question about a text in Greek, which is something I want to learn.

Rouse claims these are sufficient to teach a teacher how to start doing question / answer sections on any kind of material.

In the language learning method I used to learn Chichewa (Brewster LAMP) learning how to ask about the language was paramount. I hadn't thought of it before, but learning how to understand and ask questions is equally important in employing a communicative approach to learning Greek.

I've pretty much got the questioning down now after over a year of teaching this way, but one mistake I often make is to put the interrogative at the end as I'm thinking on the fly...

ἐποίησεν τί;
αντι
τί ἐποίησεν;

By the way, not having any better term, I have consistently used "communicative approach" to label this sort of teaching. I think people are settling on the term Teaching with Comprehensible Input (TCI). Within TCI are the various methods (TPR, TPRS, WAYK).

In your paper on "The Translation Habit,"[1] you suggest among possible remedies : " (4) The direct method was proposed by an ardent advocate." Whether or not it is necessary to "abandon this suggestion without a trial," it is the one infallible remedy. I taught in various public schools for fifteen years, always having this trouble to deal with, or at least to guard against; but in the thirteen
years that the direct method has been used in this school, we have never had any trouble with it at all. Nobody uses cribs, because cribs are of no use; if they did use cribs, the cribs would not help them to read authors in Latin and to discuss their meaning in Latin. Nevertheless, when called upon to translate passages thus read, everyone can do it. To give a striking proof, I add that last December a boy won one of the five open scholarships and exhibitions at Balliol, who had never used translation as a method of learning Latin; and he was a year under the statutory age. You know, of course, that the Balliol scholarships are the great prize coveted by English classical school- boys. We find the same thing year after year: boys trained on the direct method can compete with all comers trained by translation, and beat them, although they have given only about one-fifth of the time usually given to classics.

As for teachers, they can do as we have done: they can teach themselves. It only needs work.